Marcoux, E., & Loertscher, D. V. (2009). Achieving teaching and learning excellence with technology. Teacher Librarian,37(2), 14-22.
Our appreciation goes out to the following individuals who contributed to this document: Joyce Valenza, Carol Koechlin, Sydney Cohen, April Gilbert, Terence Krista, Kathleen Riley, Susan Blair, Dana Stemig, Karen Lee, Jennifer Schwelik, and TL advisory board members Doug Johnson, Michele Farquharson, Erlene Bishop Killeen, Susan Ballard, and Connie Champlin.
How educators are using Technology to enhance Positive Social Interactions:
o Both adults and students organized class tests, assignment calendars, and student folders using Web 2.0 tools so disasters such as hurricanes,
epidemics, and power outages did not stop school.
· Collaborative construction of documents, presentations, and creative works were done in real time.
· Collaborative creation of works that could be tracked, monitored, edited, developed, and assessed by students and teachers over time had a direct effect on quality of thinking and sharing.
o When students worked collaboratively online and teachers were able to view the history of their documents, all participants of the collaboration became
accountable for their contribution and students took ownership of their collaborative products.
o Students with a variety of abilities were able to research using differentiated web resources and combined learning in a group project.
Positive Community Social Interactions:
· Projects across borders brought a sense of community, sharing, and learning across cultures.
o In a study of African countries, the class used Google Maps to peer into the actual geography, culture, with a sense of real time exploration to
enhance true global understanding that could not be done with print or other multimedia
o In a global learning experience, groups of students were formed including members from other countries. In spite of language difficulties, joint mashups
were made.
o In a global learning experience, groups of students were formed including members from other countries. In spite of language difficulties, joint mashups
were made.
o Skype and other communication technologies allowed children and teens to communicate in real time across the world.
o A class used BookFlix to read children's books in English and Spanish.
· Collaborative spaces extend beyond purely social concerns toward, constructing, sharing, and motivating others, and present opportunities to not only raise student interest in learning, but also allow them to grow from each other's insights.
o The ability to collaborate with others helped students learn from one another in a less threatening environment.
o Students were able to continue work at home or in other locations via the Internet, using online document producers, flash drives, and e-mail.
o Shy but articulate students who did not speak out in class suddenly bloomed in online collaboration and discussions.
o Conversely, students who were excellent speakers but poor writers applied their talents using a variety of media as they completed assignments, all
accepted by the teacher.
o The school created its own internal "YouTube" to showcase the best of the best creative and academic products.
o Many tools for forming reading networks, sharing spaces and encouraging, critical analysis promoted a high interest in reading, writing, and enjoyment
of multiple genres in numerous small to large group environments. Such groups took on a life of their own.
o Collaborative spaces raised "students' level of concern" and encouraged them to collaborate when they could read thoughtful responses of their peers
using their literature circle wikis.
o Using a handy miniature video camera, students were excited to interview law enforcement personnel about a school disaster plan they were creating.
o IVC (Interactive Video conferencing) enabled deaf learners to communicate by signing.
o Chronically ill students continued to be involved in school projects by using online technologies.
Indeed, one of the biggest risks of these digital technologies is not the ways that they allow teens to escape adult control, but rather the permanent traces left behind of their transgressive conduct. Teens used to worry about what teachers and administratorsmight put on their permanent records since this would impact how they were treated in the future. Yet, we are increasingly discovering that everything we do online becomes part of our public and permanent record, easily recoverable by anyone who knows how to Google, and that there is no longer any statute of limitation on our youthful indiscretions.
(Jenkins and Boyd 2006) Title:If You Can't Beat 'Em, Join 'EmAuthor(s):O'Hanlon, Charlene The secure sites enable students to make mistakes and learn what's acceptable online behavior before they venture out into the open internet.
Social Networking in Cyberschooling:
Helping to Make Online
Learning Less Isolating
By Michael Barbour and Cory Plough
By getting to better know their teachers, and many more of their fellow classmates, students’ connection to the school and their studies increased, creating
an increase in their own motivation.
discussing controversial issues in
an open and mature way,
Security measures, such as requiring students to use their school email, having parents sign a permission form, and matching the names of the network applicants to a master student list, prevented access
beyond the OCHS community.
The use of both staff and students to monitor the appropriateness of music, language, and pictures was also important. Finally, while there were some instances of students harassing each other, this kind of behavior was minimal and often offered teachable moments to educate
students on being good digital citizens.
Through the use of the “Odyssey of the Mind” social network the students at this cyber school are able to receive a social experience that may not be the same as the one they would receive in a traditional school, but appears to be an equivalent
experience.
Decrease Isolation:
The social network allowed the students to participate in planning classes. They were given the opportunity to let the teacher know which sports they would like to play in gym class. They were also able to tutor each other in groups they created. These groups operated much like learning communities, where “like-minded groups of people [gather] together in the spirit of shared goals” (Conrad, 2002, p. 4). These students’ shared goal was an understanding of the course material. Barbour (2007) found that online students often sought help from their student colleagues before seeking help from their teachers or other sources in much the same way as occurred in the Odyssey of the Mind. Another teacher had students collaborating on their final project within a Ning group created just for their class. These students reviewed peers’ ideas and offered suggestions on each other’s work. An example of a co-curricular activity that the Ning allowed was for students from different classes to become involved in a global “Save Darfur” student campaign, a joint or cross-course project in which several of classes took part. The social network site was crucial to the success of this project, as course management systems do not allow students registered in different courses to communicate with each other. At the conclusion of the pilot stage, the teacher who was primarily responsible for the Odyssey of the Mind social network created a video in which students discussed the benstudents and approximately a dozen teachers were involved, with student recruitment on-going. Administration of the Ning network continues under the original teacher and assistant principal who began the social network experiment two years earlier. Monitoring content became important and a program was developed to search for inappropriate language and music. The six most active students took part in this process by monitoring blogs and discussion groups. Both teachers and students have continued to use the social network as a curricular tool. For example, in the Principles of Leadership course students designed their own homepage within the social network as an “About Me” project that could act as information for the network as well as the course. The OCHS learning management system was limiting because there was no easy way for students to meet each other or work with students outside of their individual course. As an example of this intra-course communication, one algebra class created an area that offered assistance to other students. Karabenick and Knapp (1991) found students are reluctant to seek assistance if they feel it will affect their social standing among their peers. As the social network was a place where students could interact and seek the academic assistance they needed without having to physically face their colleagues, this may have served to increase the frequency of this kind of activity (along with the number of students who participated). The social network also became a place that motivated students by allowing them to become more connected to the school and the school community. As a hybrid program that had only a small percentage of face-to-face time for teachers and students, communication between the school and students was typically very formal. Teachers would send e-mail messages and make telephone calls to students’ homes that primarily focused on a student’s lack of academic progress. As a result of the typical interactions, there was often little opportunity for students to get to know the teachers or each other on multiple levels, much like they would
“The social network has been the public space that has allowed the students a sphere for their social development…similar to the kind of public space they would have experienced in the traditional school environment.”
efits, as they perceived them, to the social network. This video is available at: http://www.youtube.com/ watch?v=WnWxUtveG8s. As the video describes, students addressed their appreciation for having a school-supported social network since they had very few other ways to meet kids at OCHS. They also discussed how using Web 2.0 tools and the social network helped engage them and provide opportunities to collaborate on the web.
Marcoux, E., & Loertscher, D. V. (2009). Achieving teaching and learning excellence with technology. Teacher Librarian, 37(2), 14-22.
Our appreciation goes out to the following individuals who contributed to this document: Joyce Valenza, Carol Koechlin, Sydney Cohen, April Gilbert, Terence Krista, Kathleen Riley, Susan Blair, Dana Stemig, Karen Lee, Jennifer Schwelik, and TL advisory board members Doug Johnson, Michele Farquharson, Erlene Bishop Killeen, Susan Ballard, and Connie Champlin.
How educators are using Technology to enhance Positive Social Interactions:
Collaboration:
· Shared calendars helped everyone meet deadlines.
o Both adults and students organized class tests, assignment calendars, and student folders using Web 2.0 tools so disasters such as hurricanes,
epidemics, and power outages did not stop school.
· Collaborative construction of documents, presentations, and creative works were done in real time.
· Collaborative creation of works that could be tracked, monitored, edited, developed, and assessed by students and teachers over time had a direct effect on quality of thinking and sharing.
o When students worked collaboratively online and teachers were able to view the history of their documents, all participants of the collaboration became
accountable for their contribution and students took ownership of their collaborative products.
o Students with a variety of abilities were able to research using differentiated web resources and combined learning in a group project.
Positive Community Social Interactions:
· Projects across borders brought a sense of community, sharing, and learning across cultures.
o In a study of African countries, the class used Google Maps to peer into the actual geography, culture, with a sense of real time exploration to
enhance true global understanding that could not be done with print or other multimedia
o In a global learning experience, groups of students were formed including members from other countries. In spite of language difficulties, joint mashups
were made.
o In a global learning experience, groups of students were formed including members from other countries. In spite of language difficulties, joint mashups
were made.
o Skype and other communication technologies allowed children and teens to communicate in real time across the world.
o A class used BookFlix to read children's books in English and Spanish.
· Collaborative spaces extend beyond purely social concerns toward, constructing, sharing, and motivating others, and present opportunities to not only raise student interest in learning, but also allow them to grow from each other's insights.
o The ability to collaborate with others helped students learn from one another in a less threatening environment.
o Students were able to continue work at home or in other locations via the Internet, using online document producers, flash drives, and e-mail.
o Shy but articulate students who did not speak out in class suddenly bloomed in online collaboration and discussions.
o Conversely, students who were excellent speakers but poor writers applied their talents using a variety of media as they completed assignments, all
accepted by the teacher.
o The school created its own internal "YouTube" to showcase the best of the best creative and academic products.
o Many tools for forming reading networks, sharing spaces and encouraging, critical analysis promoted a high interest in reading, writing, and enjoyment
of multiple genres in numerous small to large group environments. Such groups took on a life of their own.
o Collaborative spaces raised "students' level of concern" and encouraged them to collaborate when they could read thoughtful responses of their peers
using their literature circle wikis.
o Using a handy miniature video camera, students were excited to interview law enforcement personnel about a school disaster plan they were creating.
o IVC (Interactive Video conferencing) enabled deaf learners to communicate by signing.
o Chronically ill students continued to be involved in school projects by using online technologies.
Indeed, one of the biggest risks of these digital technologiesis not the ways that they allow teens to escape adult
control, but rather the permanent traces left behind of
their transgressive conduct. Teens used to worry about
what teachers and administratorsmight put on their permanent
records since this would impact how they were
treated in the future. Yet, we are increasingly discovering
that everything we do online becomes part of our public
and permanent record, easily recoverable by anyone
who knows how to Google, and that there is no longer
any statute of limitation on our youthful indiscretions.
(Jenkins and Boyd 2006)
Title:If You Can't Beat 'Em, Join 'EmAuthor(s):O'Hanlon, Charlene
The secure sites enable students to make mistakes and learn what's acceptable online behavior before they venture out into the open internet.
Social Networking in Cyberschooling:
Helping to Make Online
Learning Less Isolating
By Michael Barbour and Cory Plough
By getting to better know their teachers,
and many more of their fellow
classmates, students’ connection to the
school and their studies increased, creating
an increase in their own motivation.
discussing controversial issues in
an open and mature way,
Security measures,
such as requiring students to
use their school email, having parents
sign a permission form, and matching
the names of the network applicants to
a master student list, prevented access
beyond the OCHS community.
The use
of both staff and students to monitor
the appropriateness of music, language,
and pictures was also important. Finally,
while there were some instances of
students harassing each other, this kind
of behavior was minimal and often offered
teachable moments to educate
students on being good digital citizens.
Through the use of
the “Odyssey of the Mind” social network
the students at this cyber school
are able to receive a social experience
that may not be the same as the one
they would receive in a traditional
school, but appears to be an equivalent
experience.
Decrease Isolation:
The social network allowed the
students to participate in planning
classes. They were given the opportunity
to let the teacher know which sports
they would like to play in gym class.
They were also able to tutor each other
in groups they created. These groups
operated much like learning communities,
where “like-minded groups of
people [gather] together in the spirit
of shared goals” (Conrad, 2002, p. 4).
These students’ shared goal was an
understanding of the course material.
Barbour (2007) found that online
students often sought help from their
student colleagues before seeking help
from their teachers or other sources in
much the same way as occurred in the
Odyssey of the Mind. Another teacher
had students collaborating on their final
project within a Ning group created
just for their class. These students reviewed
peers’ ideas and offered suggestions
on each other’s work. An example
of a co-curricular activity that the
Ning allowed was for students from
different classes to become involved
in a global “Save Darfur” student campaign,
a joint or cross-course project
in which several of classes took part.
The social network site was crucial to
the success of this project, as course
management systems do not allow
students registered in different courses
to communicate with each other.
At the conclusion of the pilot
stage, the teacher who was primarily
responsible for the Odyssey of the
Mind social network created a video
in which students discussed the benstudents
and approximately a dozen
teachers were involved, with student
recruitment on-going. Administration
of the Ning network continues under
the original teacher and assistant principal
who began the social network experiment
two years earlier. Monitoring
content became important and a program
was developed to search for inappropriate
language and music. The six
most active students took part in this
process by monitoring blogs and discussion
groups.
Both teachers and students have
continued to use the social network
as a curricular tool. For example, in
the Principles of Leadership course
students designed their own homepage
within the social network as an
“About Me” project that could act as
information for the network as well as
the course. The OCHS learning management
system was limiting because
there was no easy way for students to
meet each other or work with students
outside of their individual course. As
an example of this intra-course communication,
one algebra class created
an area that offered assistance to
other students. Karabenick and Knapp
(1991) found students are reluctant to
seek assistance if they feel it will affect
their social standing among their
peers. As the social network was a
place where students could interact
and seek the academic assistance they
needed without having to physically
face their colleagues, this may have
served to increase the frequency of this
kind of activity (along with the number
of students who participated).
The social network also became a
place that motivated students by allowing
them to become more connected to
the school and the school community.
As a hybrid program that had only a
small percentage of face-to-face time
for teachers and students, communication
between the school and students
was typically very formal. Teachers
would send e-mail messages and make
telephone calls to students’ homes that
primarily focused on a student’s lack of
academic progress. As a result of the
typical interactions, there was often
little opportunity for students to get
to know the teachers or each other on
multiple levels, much like they would
“The social network
has been the public
space that has
allowed the students a
sphere for their social
development…similar
to the kind of public
space they would
have experienced in
the traditional school
environment.”
efits, as they perceived them, to the
social network. This video is available
at: http://www.youtube.com/
watch?v=WnWxUtveG8s.
As the video describes, students
addressed their appreciation for having
a school-supported social network
since they had very few other ways to
meet kids at OCHS. They also discussed
how using Web 2.0 tools and
the social network helped engage
them and provide opportunities to
collaborate on the web.
OCHS’ Odyssey of